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This humanistic curriculum project concerning good and evil is part of a model program of inservice training and curriculum redesign for grades K-12 known as Project SEARCH. Objectives of the unit are to provide students an understanding that good and evil are a reflection of man's values, a comprehension of modern scientific theories on the innate duality of man's nature, a realization that man must look to himself for definitions of good and evil and accept responsibility for his own actions, and a comprehension of literary works which deal with Western man's belief that he is innately evil or basically good. The study is divided into six chapters. The first chapter presents a 28-item bibliography of books, articles, films, plays, television specials, filmstrips, records, slide programs, student presentations, simulation games, and teacher readings. The second and third chapters describe specific assignments which investigate the nature of good and evil in man and the foundations of Western society from an historical perspective. Chapter four integrates the study of three novels into the unit and Chapter five provides forms for student evaluation of the project. The last chapter presents student poems and speeches for recitation as well as a list of quotes and poems selected by students. (Author/DB)

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, health, general science, physical science) and grade level. Concepts regarding characteristics of living things are stressed in objectives for the primary grades (K-5), and reproductive biology is covered extensively in grades 6 and 7. Objectives are grouped for grade 7 in the areas of health and biology. One group includes the study of diseases of man, mental health, safety, and nutrition; another relates human physiology, heredity and cytology to the study of smoking, drinking and drug use. Objectives in grades 10-12 integrate areas of biology, physical science and health. Such topics as the following are included: (1) environmental influence on heredity with related studies in cells, genetics, reproduction and embryology; (2) disease and nutrition; (3) community health, with particular emphasis on cancer and cardiovascular disease; and (4) family structure and external social influences on man's health. Objectives are included for a higher level (grade 12) biology course, with topics such as celp cell ultrastructure, biochemistry of heredity, population genetics, and evolution. (CS)

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, physical science), and grade level. Choices of environmental topics such as weather, conservation of natural resources, and the interdependence of organisms and environment dominate objectives written for grades K-6. Food webs, ecological community structure, and interactions between organisms are written for grade 7 objectives. Also listed for grade 7 are several objectives for first aid and the study of algae and protozoans. One space science objective is written for grade 8. Grade 9 includes varied biological topics, including microbiology, locomotion, behavior, germination of seeds, and forest conservation. Biology (grades 10-12), physical science (grades 10-11), and advanced biology (grade 12) include ecological topics such as population growth, ecological systems, pollutants (natural and man-made), ecological communities, and succession. Interspersed in grades 10-12 are objectives written for the study of classification (grade 10), and higher plants, reproduction and development in animals, and structure and function in animal systems (grade 12). (CS)

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science, earth science) and grade level. In grades K-6, objectives for topics of science study include conditions for plants and animals to live, adaptation, conservation, photosynthesis, ecological succession, pollution, and geologic change. Groupings of objectives in grades 10-11 relate the study of evolution to population genetics and classification to evolution. Grade 12 includes non-grouped objectives in problem solving, structure and function of cells, plant cell growth, algae, fruit fly genetics, mineral composition of bone, and regeneration in Grantia. (CS)

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science) and grade level. The focus of grades K-6 is an acquaintance of the student to: (1) the study of matter, its states, characteristics and properties, (2) structure of the atom, and (3) transformation of matter. Grade 7 interrelates topics of the nitrogen cycle, resource conservation, biological control, and photosynthesis. Grades 8-11 contain purely physical science objectives. Grade 11 relates chemistry and physics to the study of living things by grouping objectives for studying atomic structure, biochemical models, and enzyme-substrate reactions. (CS)

Two-column objectives are listed for an integrated science curriculum (Grades K-12), often subheaded according to science area (physical sciences, physics, biology, chemistry, general science) and grade level. Objectives that relate characteristics and forms of energy to energy conservation are stressed in the primary grades (K-6). In grade 7, the objectives are grouped for the study of energy, photosynthesis and the nervous system; other non-integrated topics include Newton's laws of motion, electrical circuitry, heat energy, mechanical energy, sound, weathering and erosion. Objectives concerning the study of radiant energy, nuclear energy, electric energy, and molecular theory are included for grade 9. An attempt is made in grades 10-11 to relate chemistry and physics to the study of living things. Non-integrated objectives are written for grade 11 in earth science and for grade 12 in physics. (CS)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. This volume addresses techniques of solving problems throughout the curriculum. (SD)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. Computation and properties of operations are addressed in this volume. The objectives posed for the grades K-8 are related to skill and understanding of computation with whole numbers, fractions, and decimals. Algebra is addressed at the upper grade levels (9 through 12). (SD)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. This volume concerns numbers and systems of numeration. The topics range from counting and recognition of numerals at the early levels to use of nondecimal systems, permutations and combinations, and interpretation of percents at upper levels. (SD)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. This volume covers topics related to measurement. These include money, calendar, time, temperature, weight, linear measure, liquid measure, area and volume, error of measurement, and techniques of graphing and interpreting graphs. Both metric and English systems of measurement are used. (SD)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. This volume concerns geometric concepts, theorems, and methods, including trigonometry and a few topics from the calculus. (SD)

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in general terms and then in terms of specific skills which students should exhibit. The objectives listed in this volume are related to the development of set theoretic language, symbolism, and usage. In addition, high school objectives concerning probability and sets related to the definition of functions are included. (SD)

Designed for the participants in the Project SEARCH curriculum development project, this discussion guide describes the process of valuing through a group experience activity. The guide is designed to be used by people who might not know one another previously. As a group, participants view the process of valuing abstractly and also act out how the process can be applied to daily activity. Six basic steps include the recognition of need for choice, identification of alternatives, analysis of alternatives in the light of consequences, free choice among alternatives, internalization of behavior, and reevaluation of chosen alternatives in light of new experiences. The discussion guide uses a programed learning format and takes from six to eight hours to complete. Participants role-play students at various age levels in order to understand how to create a climate for the valuing process as well as to apply the process. (DE)

This document is a report on the first phase of an interdisciplinary K-12 curriculum development for Utica, New York schools. Project SEARCH is a unified approach to a humanistic curriculum which focuses on man and his relation to others and the world. The curriculum model contains 10 parts which relate man to his self-image, family, community, physical environment, work, play, art, conflicts, aspirations and fears, and gods. The report contains eight sections. Part one briefly describes the project. Part two outlines the curriculum model. Part three, the major section, lists the various components of the curriculum. Part four theoretically describes how the concepts in the curriculum flow from grade to grade. Part five describes several aids used in the curriculum development process. Part six describes the procedures for developing the study units in each component. Part seven describes the study units developed for the component dealing with man and the physical environment. Finally, part eight is a series of recommendations for implementing the curriculum. (DE)

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, earth science, physical science) and grade level. The objectives for grades K-8 include areas of study in earth science that can be used as examples of the scientific concept of change. Grade 10 includes objectives in the biological sciences such as the study of photosynthesis, physiological systems, ecological succession, and humans' special adaptations and influence on the earth. (CS)

This arts activity book, designed as a workbook for training elementary teachers, was developed by teachers in the Utica Public Schools, New York, under the federally funded Project SEARCH. The self-contained activities can be used in pre- and in-service teacher training. Teachers are actively involved in developing many hands-on art materials. They draw, create slides with a camera, compose original works of music, arrange sounds into a composition, pretend that they are puppets, and write poems and stories. Each activity is generally followed by a discussion. Topics include how to use the activity in the classroom; how to alter the activity to fit various classroom needs; what the objectives of such an activity might be; and which of the activities could be used to teach various subjects such as language arts, reading, math, social studies, creative writing, science or home economics. (Author/RM)

This curriculum was completed during phase III of Project SEARCH, a nationally validated project designed to humanize elementary and secondary education by creating, developing and implementing innovative models in the curriculum through an integration of the humanities and the arts. Project SEARCH is an attempt to help students apply both intellect and feeling to the problems of living and to develop reasoning skills. It is also an inter-school effort committed to joint inquiry, to collaborative action, and to interdependence among schools, school systems and other educational agencies. The program used the entire district-wide staff and special area personnel over a three-year period, totaling 800 teachers and about 13,000 students. The two major tasks carried out by the project were: to help teachers acquire curriculum development skills in order to horizontally and vertically articulate district-wide curricula; and to assist staff through a district-wide in-service training program. This articulated curriculum outlines foreign language instructional goals for students grades 9-12 for levels I-IV in the areas of speaking fluency, aural-oral comprehension, reading comprehension, culture insight, and writing fluency. (EJS)